Forgive the oversimplification, but aren’t diagnoses (learning disabilities) just a way to attain services? A good evaluation can pick out a multitude of “issues” that when considered, may fit into some diagnostic criteria. It seems to me that a disability is a disability whatever you call it. Granted, sometimes a diagnosis can provide you with a framework for understanding a child’s skills and behavior and may help you plan for needs if you don’t already see them (some sarcasm here). However, when there is a need for intervention (what ever it may be) why not address it? Obviously politics get in the way of really caring and leaving no child behind.
My preschool aged son has dsypraxia (dysgraphia probably) and has some mild sensory integration issues. He is in private OT because he is a nonclassified student in my school district (had him tested) and so they don’t want to address his needs until he is re-evaluated in kindergarten. Here’s a kid who has a problem that can be helped, and the school system doesn’t want to help because he is not disabled enough! I had him evaluated by a neurodevelopmental pediatrician also (who explained what his condition is). This pediatrician said that he’s going to have handwriting problems, and will need OT when he begins to fall behind in his writing skills and when school becomes more challenging. Then he offered to “give him a diagnosis” to help me get services - I guess I’ll take him up on that!
Re: A vent here
I agree with the value of early intervention, and I also believe that private services will be better in the long run. You get what you pay for much of the time.
Janis
Re: A vent here
Take a serious look at Audiblox. It has an early program that may help you remediate some of his difficulties early. I would get at it now before he starts to fall behind.
Re my original post
Thanks for the input. My son is in private OT at present, and I plan to continue this until I am satisfied that a school can give him adequate services.
Bonnie
Re: A vent here
Well, the term learning disability is a legal term created by legislation. They had to define it and they did. Then the schools had to interpret the law and they do, differently. Then kids had to fall into the definition of LD to be labeled LD in order to qualify for services. So, you’re right, our kids have to exhibit skills and behavior in a certain combination and degree, shortened to one or two words that describes that set of behaviors and skills (diagnosis) that meet the definition of LD in order to get services.
Our public school system doesn’t “do” OT for any kid for any reason. So, amazingly, no kid in our school district exhibits a *need* for OT. The service doesn’t exist, so the kids don’t need it. Makes perfect sense, huh?
A neighboring district offers some OT. So some of their kids have a need for OT services, they qualify for it and receive it because they offer it.
This is the tail wagging the dog.
Private services is the way to go. You are doing the right thing!
Good for you for being proactive. Better to deal with it now and not need the label later. Just fyi, kids with this kind of profile often go on to manifest LD (espec. dyslexia and written expression) and ADHD(especially of the inattentive variety. Have a very low threshold for this sort of thing and if the school won’t help you, beg, borrow or steal to get your child the remediation he needs. If you get to this stuff early, you can have a kid who functions really well by middle school. If you wait until third or fourth grade when they really start to fail, you have a kid who might never reach his full potential.